This course will investigate documentary films as social and political texts in order to identify historical and contemporary views on schools and the purpose(s) of education. The May X will examine primarily films addressing poverty, class, race, and privilege as they intersect with the purposes and realities of public education in the U.S.

The Teacher Education Program at Furman University prepares educators who are scholars and leaders.

Mission of the Program

Furman University prepares teachers and administrators to be scholars and leaders who use effective pedagogy, reflect critically on the practice of teaching, promote human dignity, and exemplify ethical and democratic principles in their practice. Furman is committed to a program of teacher education that calls for collaborative, interdependent efforts throughout the academic learning community.

The teacher education program is anchored in the university’s commitment to the liberal arts—encompassing the humanities, fine arts, mathematics, and social and natural sciences as the essential foundation for developing intellectually competent educators. Furthermore, candidates develop professional content knowledge, pedagogical skills, and dispositions through:

• Mastery of subject matter

• Understanding of philosophical, historical, and sociological foundations of education

• Understanding of human development and its implications for learning

• Understanding of social/cultural relationships

• Understanding the interrelationship of curriculum, instruction, and assessment

• Practice of critical inquiry and reflection on teaching and learning

• Opportunities for leadership development

• Opportunities to study and practice effective communication

• Collaboration with peers and others

Course Description

Do documentaries about schools create or reflect the reality they seek to depict? This course will investigate documentary films as social and political texts in order to identify historical and contemporary views on schools and the purpose(s) of education. The May X will examine primarily films addressing poverty, class, race, and privilege as they intersect with the purposes and realities of public education in the U.S.

(1) After each film session, submit a reflection (which should be emailed to the professors within 24 hours of viewing each film).

TBD

(2) Choose, read, and share book (see above) throughout May X.(3) Consider and choose one or two key misconceptions presented to the public about public education (through the media, through documentaries or films), and then write a 750-1250 word commentary to be published on this blog at the end of the course.

Identify the misconception, the source(s) of the misconception, and then clarify the topic(s) for the general readership. You should include hyperlinks and citations (proper format per style sheet chosen) and submit a clean draft by the last day of class.

Please submit the work in multiple drafts throughout the course.

(4) In groups of TBD, create a set of interview questions and select at least three people to interview about their impressions, beliefs, and understandings related to school, teaching, and learning. Using the Flip cameras (available through the Education Department), film and create a mini-documentary about schools based on your questions. The film should not exceed 15 minutes.

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Schools on Film

“No, there isn’t any ‘magic bullet’ solution offered in the film for schools like Douglass. We feel strongly that offering simple solutions to complex problems is inherently misleading in documentary filmmaking.”—Alan Raymond, “Hard Times at Douglass High: A No Child Left Behind Report Card”